Reading Horizons, Volume 36College of Education Western Michigan University and the Homer L. J. Carter Reading Council, 1995 Reading Horizons began in 1960 by Dorothy J. McGinnis as a local reading education newsletter and developed into an international journal serving reading educators and researchers. Major colleges, universities, and individuals subscribe to Reading Horizons across the United States, Canada and a host of other countries. Dedicated to adding to the growing body of knowledge in literacy, the quarterly journal welcomes new and current research, theoretical essays, opinion pieces, policy studies, and best literacy practices. As a peer-reviewed publication, Reading Horizons endeavors to bring school professionals, literacy researchers, teacher educators, parents, and community leaders together in a collaborative community to widen literacy and language arts horizons. |
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Pagina 120
... reasons ( connections with oral language , good children's literature , authentic purposes for reading and writing , high interest , positive attitudes ) , intuitively weave direct instruction into literacy development . Indeed most ...
... reasons ( connections with oral language , good children's literature , authentic purposes for reading and writing , high interest , positive attitudes ) , intuitively weave direct instruction into literacy development . Indeed most ...
Pagina 307
... reasons students provided for the grades they suggested . Often students said they deserved an " A " because they had put so much work into their portfolios ; rather simplistically they equated time and effort with performance . Another ...
... reasons students provided for the grades they suggested . Often students said they deserved an " A " because they had put so much work into their portfolios ; rather simplistically they equated time and effort with performance . Another ...
Pagina 407
... reasons for their categorization . This process facilitated the organiza- tion of dissonance , dissipated student ... reason why concepts / ideas were listed and the group members explain their reasoning . Then the instructor shifts to ...
... reasons for their categorization . This process facilitated the organiza- tion of dissonance , dissipated student ... reason why concepts / ideas were listed and the group members explain their reasoning . Then the instructor shifts to ...
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